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EACEA National Policies Platform


9. Youth and the World

9.1 General context

Last update: 30 January 2022
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  1. Main concepts
  2. Youth interest in global issues

Main concepts

The National Development Plan for 2021-2027 (NDP2027) is Latvia’s highest national-level medium-term planning document. It has been developed in accordance with the Latvian Sustainable Development Strategy until 2030 (Latvia2030) and the UN Sustainable Development Goals (SDGs) so that the quality of life improves for each individual, and society as a whole over the next seven years. Latvia2030 defines Latvia's long-term development vision. It is the highest national level long-term development document and the main planning document that defines the spatial development perspective - an integrated view of the country's balanced and sustainable development.

Youth interest in global issues

The new Education Development Guidelines 2021-2027 have been developed defining goals and sub-goals for Latvia’s education system. One of the strategic goals is the provision of modern and high-quality education. In general education particular emphasis is on a competence-based approach, where global education and global citizenship are included transversally.

A National Action Plan to design the process of implementation is being developed, as well as a new educational reform is being planned. Ministry of Education and Science supports the implementation and activities of the global movement “Education for All” and implementation of development cooperation in education by annually allocating funding to the UNESCO Latvia. The paradigm of global education and education for sustainable development is reflected in Latvia’s new competence-based general education curriculum. The learning process is built on attitudes and values for responsible citizenship - ability to express one’s position on social, economic and political processes, take responsible decisions and have a positive impact on welfare locally and globally, including recognise injustice and act to prevent it, treat with tolerance different cultures and their heritage.

Term “Global education” is not included in the curriculum for secondary school content, however, it is presented as an outcome of general level of learning. For example, ability to assess the impact of territorial change and modernisation of society in order to explain the development, causes, consequences and role of supranational organisations in addressing economic and political issues. Curriculum includes competences such as critical thinking, civic responsibility, problem solving, tolerance, among others. 

Organization for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) 2018 study included Global Competence. The PISA 2018 Global Competence study showed the following results for Latvia:

  • 93% of students use two or more languages on daily basis;
  • 53% of students would like to explore other cultures; 
  • 75% of students are aware of global challenges, for example, famine and poverty;
  • 72% of students are aware of gender equality challenges in different parts of the world;
  • 75% of students are aware of causes of climate change;
  • 76% of students are aware of the effect of economic development on environment.